Reading/Adolescent LiteracyAfflerbach,�P.�(2007). Understanding and Using Assessments.

Newark, DE: International Reading Association.

Alexander,�P.�A.,�&�Jetton,�T.�L.�(2000). Learning from text: A multidimensional and developmental perspective. In M.L Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3; pp. 285–310). Mahwah, NJ: Erlbaum.

Allington,�R.�L.,�&�Baker,�K.�(2007). In L. B. Gambrell, L. M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 83–103). New York: The Guilford Press.

Alvermann,�D.,�Hinchman,�K.,�Moore,�D.,�Phelps,�S.,�&�Waff,�D.�(2006). Reconceptualizing the literacies in ado-lescents’ lives (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

Applebee,�A.�N.,�Langer,�J.�A.,�Nystrand,�M.�&�Gamoran,�A.�(2003). Discussion-based approaches to develop-ing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40, 685–730.

August,�D.,�&�Shanahan,�T.�(2006). Developing literacy in second-language learners. Cambridge, MA: The MIT Press.

Biancarosa,�C.,�&�Snow,�C.�(2006). Reading next—A vi-sion for action and research in middle and high school literacy: A report to the Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.

Calfee,�R.�C.,�Lindamood,�P.�E.,�&�Lindamood,�C.�H.�(1973). Acoustic-phonetic skills and reading—kindergar-ten through 12th grade. Journal of Educational Psychology, 64, 293–298.

Cunningham,�P.�M.�(2007). Best practices in teaching phonological awareness and phonics. In L. B. Gambrell, L. M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 159–177). New York: The Guilford Press.

Duffy,�G.�G.�(2003). Explaining reading: A resource for teaching concepts, skills, and strategies. New York: The Guilford Press.

Ehri,�L.�C.,�&�Nunes,�S.�R.�(2002). The role of phonemic awareness in learning to read. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruc-tion (pp. 110–139). Newark, DE: International Reading Association.

Farstrup,�A.�E.,�&�Samuels,�S.�J.�(Eds.)�(2002). What research has to say about reading instruction. Newark, DE: International Reading Association.

Fitzgerald,�J.�(1995). English-as-a-second-language reading instruction in the United States: A research review. Journal of Reading Behavior, 27, 115–152.

Franzak,�J.�(2006). Zoom: A review of the literature on marginalized adolescent readers, literacy theory, and policy implications. Review of Educational Research, 76(2), 209–248.

Gambrell,�L.�B.,�Morrow,�L.�M.,�&�Pressley,�M.�(Eds.).�(2007) Best practices in literacy instruction. New York: The Guilford Press.

Gándara,�P.,�Maxwell-Jolly,�J.,�&�Driscoll,�A.�(2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. Santa Cruz, CA: Center for the Future of Teaching and Learning.

Garcia,�G.�&�Beltran,�D.�(2003). Revisioning the blueprint: Building for the academic success of English learners. In G. Garcia (Ed.), English learners: Reaching the highest lev-els of English literacy. Newark, DE: International Reading Association.

Genesee,�F.,�Lindholm-Leary,�K.,�Saunders,�W.,�&�Christian,�D.�(2006). Educating English language learn-ers: A synthesis of research evidence. New York: Cambridge University Press.

Goldenberg,�C.,�Rueda,�R.�&�August,�D.�(2006). Sociocultural influences on the literacy attainment of language-minority children and youth. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners (pp. 269–318). Mahwah, NJ: Lawrence Erlbaum Associates.

Goswami,�U. (2003). Early phonological development and the acquisition of literacy. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research. (pp. 111–125). New York: The Guilford Press.

Graves,�M. (2004). Theories and constructs that have made a significant difference in adolescent literacy—but have the potential to produce still more positive benefits. In T. L. Jetton & J.A. Dole (Eds.). Adolescent literacy research and practice (pp. 433–452). New York: The Guilford Press.

Guthrie,�J.�T.,�&�Wigfield,�A. (2000). Engagement and motivation in reading. In M. J. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (vol. 3) (pp. 406–424). Mahwah, NJ: Lawrence Erlbaum Associates.

Henderson,�N.,�&�Milstein,�M. (2003). Resiliency in schools: Making it happen for students and educators. Thousand Oaks, CA: Corwin Press.

Hiebert,�E.�H.,�Pearson,�P.�D.,�Taylor,�B.�M.,�Richardson,�V.,�&�Paris,�S.�G.�(1998). Every child a reader: Applying reading research in the classroom. Ann Arbor: University of Michigan, Center for the Improvement of Early Reading Achievement (CIERA).

Hinchman,�K.,�Alvermann,�D.,�Boyd,�F.,�Brozo,�W.�G.,�&�Vacca,�R. (2003/04). Supporting older students’ in- and out-of-school literacies. Journal of Adolescent & Adult Literacy, 47, 304–310.

Ivey,�G. (1999). A multicase study in the middle school: Complexities among young adolescent readers. Reading Research Quarterly, 34(2), 172–192.

Research Base and Bibliography for InsIde Language, Literacy, and Content11

Research Base 1

Ivey,�G.,�&�Broaddus,�K. (2001). Just plain reading: A sur-vey of what makes students want to read in middle schools. Reading Research Quarterly, 36, 350–377.

Joyce,�B.�&�Weil,�M. (2000). Models of teaching (6th ed.). Boston: Allyn and Bacon.

Langer,�J.�A.�(2002). Effective literacy instruction: Building successful reading and writing programs. Urbana, IL: National Council of Teachers of English.

Miller,�M. (2006). Where they are: Working with marginal-ized students. Educational Leadership, 63(5), 50–54.

Moats,�L.�C. (2000). Speech to print: Language essentials for teachers. Baltimore, MD: Paul H. Brookes Publishing.

Moje,�E.�B. (2006). Motivating texts, motivating contexts, motivating adolescents: An examination of the role of mo-tivation in adolesent literacy practices and development. Perspectives, 32(3), 10–14.

Moje,�E.�B.,�McIntosh�Ciechanowski,�K.,�Kramer,�K.,�Ellis,�L.,�Carrillo,�R.,�&�Collazo,�T. (2004). Working to-ward third space in content area literacy: An Examination of everday funds of knowledge and discource. Reading Research Quarterly, 39(1), 38–71.

Moore,�D.�W.,�Bean,�T.�W.,�Birdyshaw,�D.,�&�Rycik,�J.�A.�for the Commission on Adolescent Literacy of the International Reading Association (1999). Adolescent literacy: A position statement. Newark, DE: International Reading Association. Retrieved March 18, 2006 from the IRA site: [online: www.reading.org/resources/issues/posi-tions_adolescent.html]

National�Governors�Association�Center�for�Best�Practices (2005). Reading to achieve: A governor’s guide to adolescent literacy. Washington, DC: Author.

National�Reading�Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute of Child Health and Human Development, National Institutes of Health.

Nokes,�J.�D.�&�Dole,�J.�A. (2004). Helping adolescent read-ers through explicit strategy instruction. In T. L. Jetton & J.A. Dole (Eds.). Adolescent literacy research and practice (pp. 162–182). New York: The Guilford Press.

Nystrand,�M. (2006). Research on the role of discussion as it affects reading comprehension. Research in the Teaching of English, 40 (4), 392–412.

Pearson,�P.�D.,�&�Camperell,�K. (1994). Comprehension of text structures. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed.; pp. 448–468). Newark, DE: International Reading Association.

Pearson,�P.�D.,�&�Gallagher,�M. (1983). The instruc-tion of reading comprehension. Contemporary Educational Psychology, 8, 317–344.

Pearson,�P.�D.,�Roehler,�L.�R.,�Dole,�J.�A.,�&�Duffy,�G.�G. (1992). Developing expertise in reading comprehension. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (2nd ed., pp. 145–199). Newark, DE: International Reading Association.

Pressley,�M.,�&�Afflerbach,�P. (1995). Verbal protocols of read-ing: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.

RAND�Reading�Study�Group. (2002). Reading for under-standing: Toward an R&D program in reading comprehen-sion. Santa Monica, CA: Science and Technology Policy Institute, RAND Education.

Rosenshine,�B.�&�Meister,�C. (1992). The use of scaffolds for teaching higher-level cognitive strategies. Educational Leadership, 50, 26–33.

Schoenbach,�R.,�Greenleaf,�C.,�Cziko,�C.,�Hurwitz,�L. (1999). Reading for understanding. San Francisco: Jossey-Bass.

Shanahan,�T. (2002). The National Reading Panel report: Practical advice for teachers. Naperville, IL: Learning Point.

Short,�D.�J.,�&�Fitzsimmons,�S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners—A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Retrieved November 25, 2006 from the Alliance for Excellent Education site: [online: www.all4ed.org/adolescent_literacy/index.html]

Snow,�C.�E.,�Burns,�M.�S.,�&�Griffin,�P. (1998). Preventing reading difficulties in young children. Report of the National Reading Council. Washington, DC: National Academy Press.

Stanton-Salazar,�R.,�&�Spina,�S.�(2000). The network orientations of highly resilient urban minority youth: A network-analytic account of minority socialization and its educational implications. Urban Review, 32(3), 227.

Tatum,�A.�W. (2007). Building the textual lineages of African American adolescent males. In K. Beers, R. Probst, & L. Reif (Eds.), Adolescent literacy: Turning promise into prac-tice. Portsmouth, NH: Heinemann.

Tatum,�A.�W. (2005). Teaching reading to black adolescent males: Closing the achievement gap. Portland, ME: Stenhouse Publishers.

Torgesen,�J.�K.,�Houston,�D.�D.,�Rissman,�L.�M.,�Decker,�S.�M.,�Roberts,�G.,�Vaughn,�S.,�Wexler,�J.,�Francis,�D.�J.,�Rivera,�M.�O.,�&�Lesaux,�N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction (p. 3). Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved May 3, 2007 from [online: www.centeroninstruction.org]

Reasearch Base 2

Triplett,�C. (2004). Looking for a struggle: Exploring the emotions of a middle school reader. Journal of Adolescent &Adult Literacy, 48(3), 214–222.

Vygotsky,�L.�S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Walker,�B.J. (2008). Diagnostic Teaching of Reading: Techniques for Instruction and Assessment (7th ed.). Columbus, OH: Merrill.

Yopp,�H.�K.,�&�Yopp,�R.�H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54, 130–143.

Vocabulary

Anderson,�R.�C.,�&�Nagy,�W.�E. (1992). The vocabulary conundrum. American Educator, 16 (4), 14–18, 44–47.

August,�D.,�&�Shanahan,�T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.

Baumann,�J.�K.,�&�Kame’enui,�E.�J. (Eds.) (2004). Vocabulary instruction: Research to practice. New York: The Guilford Press.

Beck,�I.�L.,�McKeown,�M.�G.,�&�Kucan,�L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.

Blachowicz,�C.�L.�Z.,�&�Fisher,�P.�J.�L. (2000). Vocabulary instruction. In M.J. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (vol. 3) (pp. 503–523). Mahwah, NJ: Lawrence Erlbaum Associates.

Carlo,�M.�S.,�August,�D.,�Snow,�C.�E.,�Dressler,�C.,�Lippman,�D.�N.,�Lively,�T.�J.,�&�White,�C.�E. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188–215.

Cummins,�J. (2003). Reading and the bilingual student: Fact and friction. In G. G. Garcia (Ed.), English learners: Reaching the highest level of English literacy. Newark, DE: International Reading Association.

Cunningham,�A.�E.,�&�Stanovich,�K. (1998). What reading does to the mind. American Educator, 22(1), 8–15.

Cunningham,�J.�W.,�&�Moore,�D.�W. (1993). The contribu-tion of understanding academic vocabulary to answering comprehension questions. Journal of Reading Behavior, 25, 171–180.

Edwards,�E.�C.,�Font,�G.,�Baumann,�J.�F.,�&�Boland,�E. (2004). Unlocking word meanings: Strategies and guide-lines for teaching morphemic and contextual analysis. In J. F. Baumann & E. J. Kame’enui (Eds.), Vocabulary instruc-tion: Research to practice (pp. 159–176). New York: The Guilford Press.

Graves,�M. (2000). A vocabulary program to complement and bolster a middle-grade comprehension program. In B. M. Taylor, M. F. Graves, & P. van den Broek (Eds.). Reading for meaning: Fostering comprehension in the middle grades (pp. 116–135). Newark, DE: International Reading Association.

Graves,�M.�F. (2006). The vocabulary book: Learning and in-struction. New York: Teachers College Press.

Graves,�M.�F.,�&�Watts-Taffe,�S.�M. (2002). The place of word consciousness in a research-based vocabulary pro-gram. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 140–165). Newark, DE: International Reading Association.

Harmon,�J.�M. (2000). Assessing and supporting indepen-dent word learning strategies of middle school students. Journal of Adolescent and Adult Literacy, 43, 518–527.

Hyland,�K.,�&�Tse,�P. (2007). Is there an academic vocabu-lary? TESOL Quarterly, 41, 235–253.

Lubliner,�S.,�&�Smetana,�L. (2005). The effects of compre-hensive vocabulary instruction on Title I students’ meta-cognitive word-learning skills and reading comprehension. Journal of Literacy Research, 37 (2), 163–200.

Marzano,�R.�J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Nagy,�W.�E.,�&�Scott,�J.�A. (2000). Vocabulary processes. In M. J. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (v. III; pp. 269–284). Mahwah, NJ: Lawrence Erlbaum Associates.

Nagy,�W.�E.,�Berninger,�V.�W.,�&�Abbott,�R.�D. (2006). Contribution of morphology beyond phonology to literacy outcomes of upper elementary and middle-school stu-dents. Journal of Educational Psychology, 98, 134–147.

Nation,�I.�S.�P.�(1990). Teaching and learning vocabulary. Boston, MA: Heinle & Heinle.

National�Reading�Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research litera-ture on reading and its implications for reading instruction. Washington, DC: National Institutes of Health.

Scott,�J.�A.,�&�Nagy,�W.�E. (2004). Developing word con-sciousness. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 201–217). New York: The Guilford Press.

Stahl,�S.�A.,�Nagy,�W.�E. (2006). Teaching word meanings. Mahwah, NJ: L. Erlbaum Associates.

Templeton,�S. (2004). The vocabulary-spelling connection: Orthographic development and morphological knowledge at the intermediate grades and beyond. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 118–138). New York: The Guilford Press.

Research Base and Bibliography, continued

Reasearch Base 3

Torgesen,�J.�K.,�Houston,�D.�D.,�Rissman,�L.�M.,�Decker,�S.�M.,�Roberts,�G.,�Vaughn,�S.,�Wexler,�J.,�Francis,�D.�J.,�Rivera,�M.�O.,�&�Lesaux,�N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction (p. 3). Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved May 3, 2007 from [online: www.centeroninstruction.org]

Fluency

Bennett,�L.,�Smith,�J.,�&�Wright,�P. (2006). Where are poor people to live? Transforming public housing communities. New York: M. E. Sharpe.

Kuhn,�M.�R.�(2005). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58, 338–344.

National�Reading�Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research litera-ture on reading and its implications for reading instruction. Washington, DC: National Institutes of Health.

Palumbo,�T.,�&�Willcutt,�J. (2006). Perspectives on fluency: English-language learners and students with dyslexia. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 159–178). Newark, DE: International Reading Association.

Pikulski,�J.,�&�Chard,�D. (2005). Fluency: The bridge be-tween decoding and reading comprehension. The Reading Teacher, 58, 510–521.

Pressley,�M.,�Gaskins,�I.�W.,�&�Fingeret,�L.�(2006). Instruction and development of reading fluency in striv-ing readers. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 47–69). Newark, DE: International Reading Association.

Samuels,�S.�J. (2002). Reading fluency: Its development and assessment. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 166–183). Newark, DE: International Reading Association.

Samuels,�S.�J.,�&�Farstrup,�A.�E.�(2006). What research has to say about fluency instruction. Newark, DE: International Reading Association.

Writing

Atwell,�N. (1998). In the Middle: New understandings about writ-ing, reading and learning. Portsmouth, NH: Heinemann.

Cunningham,�P.,�&�Allington,�R. (2003). Classrooms that work. New York: Pearson Education, Inc.

Elbow,�P (1973). Writing without teachers. London: Oxford University Press.

Graham,�S.,�&�Perin,�D.�(2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools—A report to the Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Hillocks,�G.,�Jr. (1986). Research on written composition: New directions for teaching. Urbana, IL: ERIC and National Conference for Research in English.

Kirby,�D.,�Kirby�D.�L.,�&�Liner,�T. (2004). Inside out: Strategies for teaching writing. Portsmouth, NH: Heinemann.

Kohn,�A. (2006). The homework myth. Cambridge, MA: DaCapo Lifelong Books.

Lane,�B. (1993). After the end: Teaching and learning creative revision. Portsmouth, NH: Heinemann.

Langer,�J. (2000). Guidelines for teaching middle and high school students to read and write well. Albany, NY: Center on English Learning & Achievement.

Moffett,�J. (1983). Teaching the universe of discourse. Portsmouth, NH: Heinemann.

Murray,�D.�M. (1990). Shoptalk: Learning to write with writers. Portsmouth, NH: Heinemann.

Newkirk,�T. (2005). The school essay manifesto. Shoreham, VT: Discover Writing Press.

Newkirk,�T. (2002). Misreading masculinity. Portsmouth, NH: Heinemann.

Noden,�H. (1999). Image grammar: Using grammatical struc-tures to teach writing. Portsmouth, NH: Heinemann.

Ray,�K.�W. (2002). What you know by heart. Portsmouth, NH: Heinemann.

Rief,�L. (1992). Seeking diversity: Language arts with adolescents. Portsmouth, NH: Heinemann.

Romano,�T. (2004). Crafting authentic voice. Portsmouth, NH: Heinemann.

Shaughnessy,�M. (1977). Errors and expectations. London: Oxford University Press.

Smith,�F. (1998). The book of learning and forgetting. New York: Teachers College Press.

Smith,�M. (2007). Boys and writing. In Newkirk, T., & Kent, R. (Eds.), Teaching the neglected “r”: Rethinking writing instruc-tion in secondary classrooms (pp. 243–253). Portsmouth, NH: Heinemann Boynton/Cook.

Strong,�W. (2001). Coaching writing: The power of guided prac-tice. Portsmouth, NH: Heinemann-Boynton/Cook.

Tovani,�C. (2000). I read it, but I don’t get it. Portland, ME: Stenhouse.

Vygotsky,�L.�S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Weaver,�C.�(1996). Teaching grammar in context. Portsmouth, NH: Heinemann.

Reasearch Base 4

Language & Literacy for ELLsAugust,�D.,�&�Shanahan,�T.�(Eds.). (2006). Developing litera-

cy in second-language learners: A report of the National Literacy Panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum Associates.

Bailey,�A.�(Ed.). (2007). The language demands of school: Putting academic English to the test. New Haven, CT: Yale University Press.

Beck,�I.�L.,�Perfetti,�C.,�&�McKeown,�M.�G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506–521.

Biancarosa,�G.,�&�Snow,�C. (2004). Reading next: A vision for action and research in middle and high school literacy. Report to the Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Carlo,�M.�S.,�August,�D.,�McLaughlin,�B.,�Snow,�C.�E.,�Dressler,�C.,�Lippman,�D.,�Lively,�T.,�&�White,�C. (2004). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188–215.

Dutro,�S.,�&�Moran,�C. (2003). Rethinking English language instruction: An architectural approach. In G. G. García (Ed.), English learners (pp. 227–258). Newark, DE: International Reading Association.

Echevarria,�J.,�Short,�D.,�&�Powers,�K. (2006). School reform and standards-based education: An instructional model for English language learners. Journal of Educational Research, 99(4), 195–211.

Echevarria,�J.,�Vogt,�M.E.,�&�Short,�D.�(2008). Making con-tent comprehensible for English learners: The SIOP® model (3rd ed.). Boston: Pearson/Allyn & Bacon.

Fitzgerald,�J.�(1995). English-as-a-second-language reading instruction in the United States: A research review. Journal of Reading Behavior, 27, 115–152.

Gándara,�P.,�Maxwell-Jolly,�J.,�&�Driscoll,�A.�(2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. Santa Cruz, CA: Center for the Future of Teaching and Learning.

Garcia,�G.�&�Beltran,�D.�(2003). Revisioning the blueprint: Building for the academic success of English learners. In G. Garcia (Ed.), English learners: Reaching the highest lev-els of English literacy. Newark, DE: International Reading Association.

García,�G.�E.,�&�Godina,�H. (2004). Addressing the lit-eracy needs of adolescent English language learners. In T. Jetton & J. Dole (Eds.), Adolescent literacy: Research and practice (pp. 304–320). New York: The Guilford Press.

Genesee,�F.,�Lindholm-Leary,�K.,�Saunders,�W.,�&�Christian,�D. (2006). Educating English language learn-ers: A synthesis of research evidence. New York: Cambridge University Press.

Gersten,�R.,�Brengelman,�S.,�&�Jiménez,�R. (1994). Effective instruction for culturally and linguistically di-verse students: A reconceptualization. Focus on Exceptional Children, 27, 1–16.

Goldenberg,�C. (2006). Improving achievement for English learners: What research tells us. Education Week, July 26, 2006

Goldenberg,�C.,�Rueda,�R.�&�August,�D.�(2006). Sociocultural influences on the literacy attainment of language-minority children and youth. In D. August & T. Shanahan (Eds.), Developing literacy in second–language learners (pp. 269–318). Mahwah, NJ: Lawrence Erlbaum Associates.

Graves,�M. (2006). The vocabulary book: Learning & instruction. New York: Teachers College Press.

Kamil,�M. (2003). Adolescents and literacy: Reading for the 21st century. Washington, DC: Alliance for Excellent Education.

Lindholm-Leary,�K.,�&�Borsato,�G. (2006). Academic achievement. In F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Christian (Eds.), Educating English language learners: A synthesis of research evidence (pp. 176–222). New York: Cambridge University Press.

Rueda,�R.,�&�García,�G. (2001). How do I teach reading to ELLs? Teaching every child to read. Ann Arbor: University of Michigan, Center for the Improvement of Early Reading Achievement.

Schleppegrell,�M. (2004). The language of schooling: A func-tional linguistic perspective. Mahwah, NJ: Lawrence Erlbaum Associates.

Short,�D.,�&�Fitzsimmons,�S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners. Report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Slavin,�R.�E.,�&�Cheung,�A. (2003). Effective programs for English language learners: A best-evidence synthesis. Baltimore, MD: Johns Hopkins University, CRESPAR.

Research Base and Bibliography, continued

Reasearch Base 5